The Visual Representation of Complex Systems: A Typology of Visual Codes for ...EcoLabs
Presentation of Dr. Joanna Boehnert's research for Centre for the Evaluation of Complexity Across the Nexus (CECAN) at the Relating Systems Thinking and Design 6 conference in Oslo, Norway October 20th 2017. This presentation includes results collected in surveys distributed at the conference. This is Step One of a short research project on the visual communication of complex systems.
Short presentation on how Gamification could be used to lower Depression among the elderly and as a side result bring grandchildren and grandparents closer together.
The Visual Representation of Complex Systems: A Typology of Visual Codes for ...EcoLabs
Presentation of Dr. Joanna Boehnert's research for Centre for the Evaluation of Complexity Across the Nexus (CECAN) at the Relating Systems Thinking and Design 6 conference in Oslo, Norway October 20th 2017. This presentation includes results collected in surveys distributed at the conference. This is Step One of a short research project on the visual communication of complex systems.
Short presentation on how Gamification could be used to lower Depression among the elderly and as a side result bring grandchildren and grandparents closer together.
Ecological Literacy in Design Education: A Foundation for Sustainable DesignEcoLabs
'Ecological Literacy in Design Education: A Foundation for Sustainable Design' paper presentation at the DRS//CUMULUS Oslo 2013 - 2nd Int. Conference for Design Education Researchers. More information and paper available here: http://ecolabsblog.wordpress.com/2013/01/24/ecolabs-at-drs-cumulus-2013-2nd-int-conference-for-design-education-researchers/
Epistemic fluency perspectives in teaching and learning practice: Learning to...Lina Markauskaite
Summary
Capacities to drive collective learning, address jointly complex practical challenges and create innovative solutions are seen essential for future graduates. How to prepare students to lead complex collaborative learning, change and innovation projects? How to assist them to develop knowledge and skills needed for resourceful teamwork with other people who have different expertises, experiences, and interests?
Systems, Change and Learning is a blended graduate course in the Maters of the Learning Sciences and Technology program that aims to develop students’ capacities to lead complex organisational learning and educational innovation projects. Rooted in systems theories, cybernetics and the learning sciences, this course: 1) introduces students to the theoretical approaches and methods for understanding complexity, facilitating individual learning and managing change, and 2) provides them with practical experiences to engage in systems inquiry and collaborative innovation design projects.
The course draws on the second-order pedagogy and grants students’ agency to design not only the innovation, but also their own learning and innovation process and environment. Students choose complex real life organisational learning or educational change challenges and, over the course of the semester, work in small innovation teams by analysing an encountered problematical situation, modelling possible scenarios and developing innovative solutions. As a result, each team creates a practical guide for Change and Innovation Managers who will be tasked with implementing the proposed innovation in an organisational setting.
The main emphasis is on fostering expansive learning and deliberative innovation culture trough cultivating systems thinking, design practice and responsive action. Through engaging in systemic inquiry, innovation design tasks and authentic teamwork, students develop a number of graduate attributes that are critical for joint learning and knowledge-informed, responsive action in modern workplaces, such as analytical and integrative thinking, effective teamwork, multidisciplinary and intercultural competencies.
Evaluations show that this course promotes deep student engagement and brings about transformative learning experiences. It is now offered as an elective in two other interdisciplinary masters programs.
This presentation addresses recent calls for the importance of multidisciplinary research and action in communication design. The impetus for multidisciplinary perspectives toward communication design is technological change, rapid developments in work products and processes, and the perception that emerging issues in the workplace demand additional competencies and knowledge. Terminology related to multidisciplinarity, such as disciplinarity, cross-disciplinarity, interdisciplinarity, and transdisciplinarity, is defined. Since ACM SIGDOC members are distributed across academic and nonacademic fields and institutions, the focus will be on discipline as epistemology and as language with the goal of explicating common frameworks and terminology for better articulating communication design and work.
John Cook Research Profile For D4DL SIG visit to & talks with the DCRC/REACT hub @ Pervasive Media Studio, Watershed, May 22nd 2013: http://cloudworks.ac.uk/cloud/view/8427
Social Software and Personal Learning EnvironmentsTerry Anderson
This presentation, in slightly modified forms, was presented by myself to education audiences in Canada, Israel, Norway and the UK in spring 2007. See my blog at terrya.edublogs.org for more details
Keynote Address, International Conference of the Learning Sciences, London Festival of Learning
Transitioning Education’s Knowledge Infrastructure:
Shaping Design or Shouting from the Touchline?
Abstract: Bit by bit, a data-intensive substrate for education is being designed, plumbed in and switched on, powered by digital data from an expanding sensor array, data science and artificial intelligence. The configurations of educational institutions, technologies, scientific practices, ethics policies and companies can be usefully framed as the emergence of a new “knowledge infrastructure” (Paul Edwards).
The idea that we may be transitioning into significantly new ways of knowing – about learning and learners – is both exciting and daunting, because new knowledge infrastructures redefine roles and redistribute power, raising many important questions. For instance, assuming that we want to shape this infrastructure, how do we engage with the teams designing the platforms our schools and universities may be using next year? Who owns the data and algorithms, and in what senses can an analytics/AI-powered learning system be ‘accountable’? How do we empower all stakeholders to engage in the design process? Since digital infrastructure fades quickly into the background, how can researchers, educators and learners engage with it mindfully? If we want to work in “Pasteur’s Quadrant” (Donald Stokes), we must go beyond learning analytics that answer research questions, to deliver valued services to frontline educational users: but how are universities accelerating the analytics innovation to infrastructure transition?
Wrestling with these questions, the learning analytics community has evolved since its first international conference in 2011, at the intersection of learning and data science, and an explicit concern with those human factors, at many scales, that make or break the design and adoption of new educational tools. We are forging open source platforms, links with commercial providers, and collaborations with the diverse disciplines that feed into educational data science. In the context of ICLS, our dialogue with the learning sciences must continue to deepen to ensure that together we influence this knowledge infrastructure to advance the interests of all stakeholders, including learners, educators, researchers and leaders.
Speaking from the perspective of leading an institutional analytics innovation centre, I hope that our experiences designing code, competencies and culture for learning analytics sheds helpful light on these questions.
This presentation discusses using mobile technology for field learning activities and multimodal presentations. It offers background on mobile learning and then transitions into activities and sequences for teachers and learners to begin conducting their own field research in the Humanities. It is intended to transform habitus for learners, to make connections through mobile technology, and to compose meaning in multimodal ways.
Ecological Literacy in Design Education: A Foundation for Sustainable DesignEcoLabs
'Ecological Literacy in Design Education: A Foundation for Sustainable Design' paper presentation at the DRS//CUMULUS Oslo 2013 - 2nd Int. Conference for Design Education Researchers. More information and paper available here: http://ecolabsblog.wordpress.com/2013/01/24/ecolabs-at-drs-cumulus-2013-2nd-int-conference-for-design-education-researchers/
Epistemic fluency perspectives in teaching and learning practice: Learning to...Lina Markauskaite
Summary
Capacities to drive collective learning, address jointly complex practical challenges and create innovative solutions are seen essential for future graduates. How to prepare students to lead complex collaborative learning, change and innovation projects? How to assist them to develop knowledge and skills needed for resourceful teamwork with other people who have different expertises, experiences, and interests?
Systems, Change and Learning is a blended graduate course in the Maters of the Learning Sciences and Technology program that aims to develop students’ capacities to lead complex organisational learning and educational innovation projects. Rooted in systems theories, cybernetics and the learning sciences, this course: 1) introduces students to the theoretical approaches and methods for understanding complexity, facilitating individual learning and managing change, and 2) provides them with practical experiences to engage in systems inquiry and collaborative innovation design projects.
The course draws on the second-order pedagogy and grants students’ agency to design not only the innovation, but also their own learning and innovation process and environment. Students choose complex real life organisational learning or educational change challenges and, over the course of the semester, work in small innovation teams by analysing an encountered problematical situation, modelling possible scenarios and developing innovative solutions. As a result, each team creates a practical guide for Change and Innovation Managers who will be tasked with implementing the proposed innovation in an organisational setting.
The main emphasis is on fostering expansive learning and deliberative innovation culture trough cultivating systems thinking, design practice and responsive action. Through engaging in systemic inquiry, innovation design tasks and authentic teamwork, students develop a number of graduate attributes that are critical for joint learning and knowledge-informed, responsive action in modern workplaces, such as analytical and integrative thinking, effective teamwork, multidisciplinary and intercultural competencies.
Evaluations show that this course promotes deep student engagement and brings about transformative learning experiences. It is now offered as an elective in two other interdisciplinary masters programs.
This presentation addresses recent calls for the importance of multidisciplinary research and action in communication design. The impetus for multidisciplinary perspectives toward communication design is technological change, rapid developments in work products and processes, and the perception that emerging issues in the workplace demand additional competencies and knowledge. Terminology related to multidisciplinarity, such as disciplinarity, cross-disciplinarity, interdisciplinarity, and transdisciplinarity, is defined. Since ACM SIGDOC members are distributed across academic and nonacademic fields and institutions, the focus will be on discipline as epistemology and as language with the goal of explicating common frameworks and terminology for better articulating communication design and work.
John Cook Research Profile For D4DL SIG visit to & talks with the DCRC/REACT hub @ Pervasive Media Studio, Watershed, May 22nd 2013: http://cloudworks.ac.uk/cloud/view/8427
Social Software and Personal Learning EnvironmentsTerry Anderson
This presentation, in slightly modified forms, was presented by myself to education audiences in Canada, Israel, Norway and the UK in spring 2007. See my blog at terrya.edublogs.org for more details
Keynote Address, International Conference of the Learning Sciences, London Festival of Learning
Transitioning Education’s Knowledge Infrastructure:
Shaping Design or Shouting from the Touchline?
Abstract: Bit by bit, a data-intensive substrate for education is being designed, plumbed in and switched on, powered by digital data from an expanding sensor array, data science and artificial intelligence. The configurations of educational institutions, technologies, scientific practices, ethics policies and companies can be usefully framed as the emergence of a new “knowledge infrastructure” (Paul Edwards).
The idea that we may be transitioning into significantly new ways of knowing – about learning and learners – is both exciting and daunting, because new knowledge infrastructures redefine roles and redistribute power, raising many important questions. For instance, assuming that we want to shape this infrastructure, how do we engage with the teams designing the platforms our schools and universities may be using next year? Who owns the data and algorithms, and in what senses can an analytics/AI-powered learning system be ‘accountable’? How do we empower all stakeholders to engage in the design process? Since digital infrastructure fades quickly into the background, how can researchers, educators and learners engage with it mindfully? If we want to work in “Pasteur’s Quadrant” (Donald Stokes), we must go beyond learning analytics that answer research questions, to deliver valued services to frontline educational users: but how are universities accelerating the analytics innovation to infrastructure transition?
Wrestling with these questions, the learning analytics community has evolved since its first international conference in 2011, at the intersection of learning and data science, and an explicit concern with those human factors, at many scales, that make or break the design and adoption of new educational tools. We are forging open source platforms, links with commercial providers, and collaborations with the diverse disciplines that feed into educational data science. In the context of ICLS, our dialogue with the learning sciences must continue to deepen to ensure that together we influence this knowledge infrastructure to advance the interests of all stakeholders, including learners, educators, researchers and leaders.
Speaking from the perspective of leading an institutional analytics innovation centre, I hope that our experiences designing code, competencies and culture for learning analytics sheds helpful light on these questions.
This presentation discusses using mobile technology for field learning activities and multimodal presentations. It offers background on mobile learning and then transitions into activities and sequences for teachers and learners to begin conducting their own field research in the Humanities. It is intended to transform habitus for learners, to make connections through mobile technology, and to compose meaning in multimodal ways.